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|Title:||Aggregating Students' Observations in Support of Community Knowledge and Discourse|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Cober, R., McCann, C., Moher, T., & Slotta, J. (2013). Aggregating Students' Observations in Support of Community Knowledge and Discourse. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 121-128). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||We present two case studies of scientific inquiry with Embedded Phenomena, where two middle school science classes participate in whole-class investigations of phenomena that are embedded within their classroom. Students share observational data with their peers using networked handheld devices. Student-contributed data is collected, aggregated and re/presented in coherent visualizations, designed to guide students in their investigations. We examine the forms of these collective representations with a view towards understanding their efficacy in scaffolding learners and resolving their driving inquiry questions. We analyze the patterns of discourse and of use surrounding these aggregate visualizations during teacher-led, whole class discussions. For each case, we report three trends based on a visual analysis of the coded discourse, followed by a discussion of the patterns of use surrounding the display of aggregate screens. We conclude with a synthesizing discussion of the two cases.|
|Appears in Collections:||CSCL 2013|
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